After the student learning objectives are defined, the next step is to make sure students have an opportunity to learn and meet the objectives. After the student learning objectives are developed for ...

Quality Matters Standard 3.1 is one of the alignment standards and is an essential (required) standard. It states, “The assessments measure the achievement of the stated learning objectives or ...

When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

Integrating course design and assessment planning ensures cohesive teaching practices and enhances student learning outcomes. An integrated approach considers the interconnectedness of situational ...

Quality Matters Specific Standard 5.1 is “The learning activities promote the achievement of the stated learning objectives or competencies.” The purpose of learning activities is to provide students ...

One of the most robust backward design models developed for higher education is L. Dee Fink’s integrated course design. Fink outlines a streamlined process for designing academic courses, divided into ...

Western Michigan University touts itself as a student-centered research university. As such, students are the main focus of our mission. We must be continually concerned with what our students learn ...

Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

At Hope College, courses in academic disciplines have an identified set of student learning outcomes. These are the measurable skills, knowledge, and behaviors students have upon completion of the ...

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z Achievement target: Desired level of performance. Often used ...